{"id":72351,"date":"2024-04-02T00:04:44","date_gmt":"2024-04-02T04:04:44","guid":{"rendered":"https:\/\/world.edu\/?p=72351"},"modified":"2024-04-02T00:04:44","modified_gmt":"2024-04-02T04:04:44","slug":"what-shock-of-knowledge-for-foreign-languages","status":"publish","type":"post","link":"https:\/\/world.edu\/what-shock-of-knowledge-for-foreign-languages\/","title":{"rendered":"What \u201cshock of knowledge\u201d for foreign languages?"},"content":{"rendered":"

\"\"<\/span><\/p>\n

After a political series at the Ministry of National Education, where Gabriel Attal (5 months), Am\u00e9lie Oud\u00e9a-Castera (26 days) and finally Nicole Belloubet (since February 8) joined the 11 ministers out of 29\u00a0<\/span>who remained in office for less than 14 months<\/span><\/a>\u00a0since 1958, the pillar texts of the \u201cclash of knowledge\u201d were published on Sunday March 17.<\/span><\/p>\n

The significant formula was launched in December 2023 regarding the reforms envisaged for the school. If it\u00a0<\/span>caused a reaction in the educational world<\/span><\/a>\u00a0, it refers in applied linguistics to\u00a0<\/span>other empty formulas in politics<\/span><\/a>\u00a0.<\/span><\/p>\n

What light can language sciences shed on this expression? Taking the example of foreign languages \u200b\u200bat school, let us look at how language teaching sees this \u201cclash of knowledge\u201d.<\/span><\/p>\n

\u201cClash of knowledge\u201d: a political slogan that challenges scientific knowledge<\/strong><\/h4>\n

\u201cSlimming down the mammoth\u201d, \u201cfor a school of confidence\u201d, \u201cshock of knowledge\u201d are some of the shocking formulas used in the context of education policies. It is not just an attempt by each minister to enter history through the back door; these formulas refer to a certain vision of the school.<\/span><\/p>\n

For example,\u00a0<\/span>\u201cstripping the mammoth\u201d<\/span><\/a>\u00a0feeds the idea that the school cannot be reformed because of the \u201cresistance to change\u201d of teachers. For educational sciences researcher Anne-Marie Duclos, this managerial formula is a\u00a0<\/span>way of making those in the field feel guilty<\/span><\/a>\u00a0by denying the legitimacy of their concerns in the face of transformations taken in a top-down manner. This would therefore legitimize the fact of passing a reform against the advice of its main actors and\u00a0<\/span>rarely listening to them<\/span><\/a>\u00a0.<\/span><\/p>\n

The expression \u201cshock of knowledge\u201d refers to several imaginaries: the need to fundamentally transform national education, the decay of knowledge at school, the need for authority to teach. Gabriel Attal, now Prime Minister, thus promises to tackle \u201ctaboos\u201d, in particular that of repeating a year, nourishing the idea of \u200b\u200bobvious solutions that the actors involved (teachers and researchers) would refuse.<\/span><\/p>\n

The idea of \u200b\u200bnovelty, or even of \u201cit was better before\u201d, actually refers to dated educational principles whose limits are well documented by scientific research:\u00a0<\/span>level group<\/span><\/a>\u00a0,\u00a0<\/span>wearing a uniform<\/span><\/a>\u00a0,\u00a0<\/span>repeating a year<\/span><\/a>\u00a0.<\/span><\/p>\n

These subjects presented as being \u201cunder the carpet\u201d are therefore in reality well studied and most are educational dead ends. This is all the more true when these reforms are made with constant resources:\u00a0<\/span>reduction of hours of music and plastic arts<\/span><\/a>\u00a0to add theatrical practice, reduction of one\u00a0<\/span>hour in sixth grade<\/span><\/a>\u00a0for the establishment of level groups,\u00a0<\/span>non-increase in time for moral and civic education<\/span><\/a>\u00a0.<\/span><\/p>\n

What vision of the clash of knowledge for foreign languages \u200b\u200band cultures?<\/strong><\/h4>\n

The \u201cshock\u201d desired so that students are better engaged in learning is thus part of a\u00a0<\/span>\u201cbattle of knowledge\u201d<\/span><\/a>\u00a0to be led by the teaching staff. This metaphor associates the school with a war context, where students’ results are associated not only with their own future, but also with\u00a0<\/span>strong societal issues<\/span><\/a>\u00a0such as reindustrialization, ecological transition, the digital revolution and the defense of nature. democracy in the face of conspiracies and obscurantism.<\/span><\/p>\n

One of the findings which concerns languages \u200b\u200bin\u00a0<\/span>this text<\/span><\/a>\u00a0is that of the failure of students to meet the targeted requirements in English, half of whom \u201cdo not reach the expected minimum level A2 at the end of year 3\u00a0<\/span>\u201d<\/span><\/sup>\u00a0\u00a0. These levels refer to the European conception of assessments in foreign languages \u200b\u200b(with reference to the Common European Framework of Reference for Languages \u200b\u200b\u2013\u00a0<\/span>CEFR<\/span><\/a>\u00a0), which considers \u201cknowledge\u201d in languages \u200b\u200bas skills implemented by the student who acts with the language.<\/span><\/p>\n

To \u201caddress this problem of student level in English\u201d, the\u00a0<\/span>text<\/span><\/a>\u00a0plans to overhaul the modern foreign language programs, by presenting more clearly the grammatical points and the essential vocabulary to be mastered each year. While this may seem logical \u2013 a program is designed to enable students to progress \u2013 reducing language knowledge to linguistic knowledge is a step backwards if we position ourselves historically by referring to researchers like\u00a0<\/span>Pierre Martinez<\/span><\/a>\u00a0.<\/span><\/p>\n

Learning a language is not just about knowing words and rules, the challenge is above all being able to speak, write, communicate, and recognizing each person’s experience with their languages.<\/span><\/p>\n

Furthermore, it is through the example of English skills that the reform of programs which concern all languages \u200b\u200bis envisaged. Breaking with the difficulties in foreign languages \u200b\u200bwould be all the more effective by taking into account the European relationship of the school with all its languages \u200b\u200band all its borders but also in the relationship to the world and to contemporary migrations as conceived by\u00a0<\/span>Beacco and Cherkaoui Messin<\/span><\/a>\u00a0, two researchers specializing in European language policies.<\/span><\/p>\n

The text further denounces \u201cthe approach insufficiently marked by culture\u201d that teaching would have taken. To remedy this, he plans to provide in the programs \u201ccultural benchmarks essential to a good knowledge of the geographical area and the history of the societies which speak these languages\u201d. It thus distinctly separates languages \u200b\u200band cultures, now reducing cultures to historical and geographical \u201clandmarks\u201d. This conception of culture presents the risk of leading to generalizations and reinforcing stereotypes when the\u00a0<\/span>Council of Europe aims for a more demanding program<\/span><\/a>\u00a0for citizens of tomorrow open to languages \u200b\u200band others, with plurilingual and intercultural skills.<\/span><\/p>\n

A dated approach to language learning?<\/strong><\/h4>\n

To improve the teaching and learning of languages, the ministry proposes the\u00a0<\/span>use of AI<\/span><\/a>\u00a0in order to \u201cstrengthen exposure to modern languages \u200b\u200band enable additional learning\u201d.<\/span><\/p>\n

Captain Kelly<\/span><\/a>\u00a0gives us an example of these solutions. It is a government-backed English-language voice assistant that now has a generative AI-based training system attached to it. Other applications, such as\u00a0<\/span>Howly Owly<\/span><\/a>\u00a0,\u00a0<\/span>Pili Pop<\/span><\/a>\u00a0, promise to adjust to the needs of learners, while promoting playful interaction and immersion in cultural situations presented as authentic. These applications present the same\u00a0<\/span>shortcomings as other current approaches<\/span><\/a>\u00a0\u00a0: repetition, dissociated vocabulary and an approach insufficiently linked to culture and societal issues.<\/span><\/p>\n

It should be noted that these resources are not yet well analyzed and that research does not offer sufficient perspective\u00a0<\/span>to assess their medium and long term impact<\/span><\/a>\u00a0, particularly among young children whose\u00a0<\/span>relationship to screens is controversial<\/span><\/a>\u00a0. For the teacher, the added value of AI would be located first of all in the novelty offered by\u00a0<\/span>educational differentiation<\/span><\/a>\u00a0as well as in the evaluation of students’ output.<\/span><\/p>\n

This differentiation is only possible on condition of legislating on the number of hours devoted to languages \u200b\u200bat school, on the recognition of all languages \u200b\u200b(including regional languages, sign languages, etc.), the decompartmentalization languages \u200b\u200band their integration into the teaching of other disciplines, including the training of teachers in languages \u200b\u200band artificial intelligence, among other aspects.<\/span><\/p>\n

If the advances in generative AI continue to impress, for researchers like Laurence Devillers,\u00a0<\/span>it becomes imperative to include them thoughtfully and wisely in a general system<\/span><\/a>\u00a0.<\/span><\/p>\n

As Nora Sanchez Gonzalez<\/span><\/a>\u00a0, associate professor at Paris School of Business, points out\u00a0: \u201cYou cannot learn a foreign language behind a screen, by accumulating grammatical knowledge. It is necessary to be confronted with several interlocutors and to be part of an interaction. If it were that easy, everyone would be multilingual.\u201d The principle of \u201cclash of knowledge\u201d in foreign languages \u200b\u200bseems to refer both to the future through AI but also to a dated vision in the history of language learning methods. The place of foreign languages \u200b\u200bin school seems to be an achievement which is nevertheless\u00a0<\/span>called into question politically<\/span><\/a>\u00a0.<\/span><\/p>\n

More than a \u201cclash of knowledge\u201d, the formula refers in applied linguistics to what Alice Krieg-Planque analyzes as a way of\u00a0<\/span>\u201cimposing an ideology or a vision of the world\u201d<\/span><\/a>\u00a0. Languages \u200b\u200bare a challenge for living together and relying on policies informed by scientific work and the experience of teachers seems more than necessary to carry out an ambitious educational policy.<\/span><\/p>\n

Author Bios:<\/strong> Gregory Miras is a University Professor of Language Teaching, Anissa Hamza-Jamann is a Lecturer in language Sciences and Eglantine Gu\u00e9ly Costa is a Lecturer in teaching of FLE and plurilingualism all at the University of Lorraine<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

After a political series at the Ministry of National Education, where Gabriel Attal (5 months), Am\u00e9lie Oud\u00e9a-Castera (26 days) and finally Nicole Belloubet (since February 8) joined the 11 ministers out of 29\u00a0who remained in office for less than 14 months\u00a0since 1958, the pillar texts of the \u201cclash of knowledge\u201d were published on Sunday March […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[5680],"tags":[9554],"coauthors":[11733],"class_list":["post-72351","post","type-post","status-publish","format-standard","hentry","category-language","tag-language-learning"],"acf":[],"yoast_head":"\nWhat \u201cshock of knowledge\u201d for foreign languages? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-shock-of-knowledge-for-foreign-languages\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What \u201cshock of knowledge\u201d for foreign languages? 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